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Shattering Idols. Being Catholic in the Sacred Heart Tradition Elisabeth Brinkmann, R.S.C.J. March 11, 2011. Overview . The Society’s service of education in the Church. The Catholic intellectual tradition. Goal V: Education to personal growth in an atmosphere of wise freedom .

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shattering idols

Shattering Idols

Being Catholic in the Sacred Heart Tradition

Elisabeth Brinkmann, R.S.C.J.

March 11, 2011

overview
Overview
  • The Society’s service of education in the Church.
  • The Catholic intellectual tradition.
  • Goal V: Education to personal growth in an atmosphere of wise freedom
service of education in the church
Service of Education in the Church

Constitutions of 1982, Paragraphs 10 - 16

paragraph 13
Paragraph 13

Wherever we are sent, whatever our work may be, our

lives will be inspired by the love of the Heart of Jesus and

the desire of making Him known, expressed in:

  • a concern for the growth of the whole person
  • a thirst for working towards justice and peace in the world in response to the cry of the poor
  • a passion to proclaim the Gospel
paragraph 14
Paragraph 14

Our service of education is carried out in a genuine relationship of mutual interaction, where each person both receives and gives so that all may grow together. Of its nature, our service of education means creating community among ourselves and with others. It asks of us generous commitment, serious on-going formation and a broad critical vision of the world, enlightened by faith.

faith and reason
Faith and Reason

It asks of us . . . a broad critical vision of the world, enlightened by faith.

foundational principle
Foundational Principle
  • In the Goals and Criteria, the Society of the Sacred Heart defines the mission of the school as part of the Society’s educational mission in the Catholic Church (2005 Goals and Criteria).
the catholic intellectual tradition
The Catholic Intellectual Tradition

John C. Haughey, SJ. Where is Knowing Going? (Georgetown University Press, 2009)

the virtue of hospitality
The Virtue of Hospitality
  • Of its nature, our service of education means creating community among ourselves and with others.
catholicity
Catholicity
  • Education is for the knowledge of “being” rather than of “reality”;
  • The best route to knowledge is self-awareness, rather than accumulating more and more information about “stuff out there.”
slide11

“Unless our universities pay more attention to subjectivity and consciousness, they will continue to become di-versities, places where bodies of knowledge develop independently of each other, rather than universities, places where the connection among different branches of knowledge is fostered” (p. 42).

shattering idols1
Shattering Idols

Personal Growth in an Atmosphere of Wise Freedom

sacred heart schools
Sacred Heart Schools
  • Educate in the Catholic intellectual tradition.
  • Towards knowledge of the whole.
    • Subjects are not isolated spheres of unrelated information
    • Rather, are different facets of a greater Whole which we are all striving to know and understand more completely.
  • Modeled by attitude of hospitality which shapes relationships throughout the school community.
educating to personal growth in an atmosphere of wise freedom
Educating to personal growth in an atmosphere of wise freedom
  • catholic
  • Catholic
  • Sacred Heart Community
personal growth
Personal Growth

Requires

  • Self awareness
  • “a strong grasp of one’s own subjectivity, and of the operations of one’s own consciousness” (Haughey, 42).
wise freedom
Wise Freedom
  • Requires challenging fundamentalisms of all types
    • Fundamentalism:
      • Any ideology that makes something other than God absolute;
      • Providing a false sense of security.
  • A commitment to educate to personal growth in an atmosphere of wise freedom requires the willingness to shatter idols.
discussion
Discussion
  • What about Haughey’s notion of the virtue of hospitality as a characteristic of Catholic education resonates with you? What do you find challenging?
  • What of Haughey’s notion of catholicity resonates for you? What do you find challenging?
  • What idols or false securities do you identify in your school community? What are constructive ways of challenging them? What are the risks?